Nathalia Secondary College aims to prepare students for an ever changing world. Developing Teenagers into young adults, giving them the knowledge and skills to be work ready or continue with further studies when they leave our college. Creating, in partnership, with parents and community; students who are well balanced, respectful, motivated, aspiring and contributing citizens.

At Nathalia Secondary College we reflect and affirm the values of our community which: Promote the value and dignity of the individual, to nurture and progress positive relationships with all those we interact with, based on trust, honesty and building integrity. We strive to develop individuals who will have the talents to problem solve in team situations, making a difference for our planet and its people.

Social – community and demographics

Nathalia Secondary College was established in 1919. We have an excellent reputation as a public school in our community. We have a great tradition of excellence and being able to put the student at the centre of everything we do, to get each student either work ready or to go onto further study.

SFO in 2013 of 0.5261

Nathalia is a ‘can do’ community. We support one another while being caring and concerned for each other.

Active Student Voice

Enrolments have increased from 106 students in 2011 to 135 students in 2013.

Yr. 7 enrolment in 2013 is 36 students.

Professional staff team consisting of 2 Principal Class, 13 effective full time teachers and 4 school support staff.

We have a house system and we offer a variety of co-curricular enhancement and enrichment activities for our students. We are a homogenous group with very little cultural diversity.

With our small numbers (135 in 2013) we are really able to look after the individual in a holistic way. Having said this, curriculum is set with Year 7/8, 9/10 and Senior School.

The School Council is very active and we always have rigorous discussions about the direction of our College and how we maintain our good reputation whilst challenging, preparing and engaging our students (their children).

We seek the support of our community, through our BEACON Foundation initiative, links are with local businesses. We use this to value add our Careers program while engaging community members through our TTC building process.

50% of our staff are based and live in the local community which is a positive in a rural isolated town.

Our partnership with St. Mary of the Angels is very positive and good; our sharing of VCE classes, Trade Training Centre project and BEACON Foundation initiatives will only enhance our partnership and relationship.

We offer enough within our curriculum which builds capacity in our students to meet the challenges of a world outside of our College. Many of our activities are driven by student passion and interests, which does make for engaging programs.

Staff and parents are very supportive of initiatives that are offered.

Excellent further education pathways established and successful tertiary placements, apprenticeship and TAFE options.

100% of students gain their VCE or VCAL course completion.

BEACON foundation school (since 2012)

High Reliability Literacy Teaching Practices embedded

School wide Positive Behaviour in School embedded

Technological

Yr. 7 & 8 I pad program for all students

Yr. 9 – 12 Laptop program for all students

Every learning space has multiple screen capacity which is Wi-Fi capable for staff and students.

All staff has laptops and I pads.

Innovative use of apps in classroom teaching.

Environmental

Classrooms are resourced for 21st century learning

Grounds are well maintained, natural flora surrounds.

Grassed areas well maintained and functional

Selection Criteria

SC1 Demonstrated understanding of initiatives in student learning including the Standards, the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to implement curriculum programs consistent with their intent.

SC2 Demonstrated high level classroom teaching skills and the capacity to work with colleagues to continually improve teaching and learning.

SC3 Demonstrated ability to monitor and assess student learning data and to use this data to inform teaching for improved student learning.

SC4 Demonstrated high level written and verbal communication skills and high level interpersonal skills including a capacity to develop constructive relationships with students, parents and other staff.

SC5 Demonstrated commitment and capacity to actively contribute to a broad range of school activities and a commitment to ongoing professional learning to enable further development of skills, expertise and teaching capacity.

Role

The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.

As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.

Classroom teacher Range 2 Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.

A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.

Range 2 classroom teachers will be expected to: – Have the content knowledge and pedagogical practice to meet the diverse needs of all students – Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity – Provide expert advice about the content, processes and strategies that will shape individual and school professional learning – Supervise and train one or more student teachers – Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.

Classroom teacher Range 1 The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.

At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities. The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.

Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.

Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.

Responsibilities

The role of classroom teacher may include but is not limited to:

– Direct teaching of groups of students and individual students;

– Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;

– Undertaking other classroom teaching related and organisational duties as determined by the School Principal;

– Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;

– Undertaking other non-teaching supervisory duties.

Who May Apply

Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.

EEO AND OHS Commitment

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.

Child Safe Standards

Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

Other Information

– All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.

– Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.

– A probationary period may apply during the first year of employment and induction and support programs provided.

– Detailed information on all terms and conditions of employment is available on the Department’s Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx